Classroom Problem Solving & Tier II Supports

March,2011

MUSW­PBS 2

TableofContents

OverviewofTier2Supports

3

1.Tier2Responsibilities TeacherResponsibilities GradeLevelTeams’Responsibilities CoreSTATGradeLevelRepresentativesResponsibilities TargetedTier2InterventionCoordinatorsResponsibilities CoreSTATTeamResponsibilities

5

2.StudentIdentificationProcess

8

3.ClassroomLearningTeamProblemSolvingProcess

9

4.MonitoringandEvaluatingProgressandMakingDecisions

12

5.StrategiesforCommunication

12

6.FormstoGuideTier2Process FormA:Tier2ProcessChecklist FormB:TeacherSelfAssessment FormC:ClassroomProblemSolvingTeamPlanningForm FormD:InterventionProgressMonitoring FormE:StudentNominationforStudentAssistance FormF:InterventionPlan FormG:Tier2TeamGuidingQuestions

13

Tier2Resources

25

Acknowledgements:The MU Center for School-wide Positive Behavior Support would like to thank Columbia Public Schools, Columbia, Missouri for our partnership in this project. Special thanks goes to the administrators and staff of Derby Ridge Elementary, Parkade Elementary, Benton Elementary, Rock Bridge Elementary, Mill Creek Elementary and West Junior High School who allowed us to create and learn this process together. Additionally, we thank Julie Arment, District Coordinator of Positive Behavior Support, for her effort to create change and lead this process in the project schools.

Copyright 2011, MU Center for School-wide Posit ive Behavior Support

MUSW­PBS 3

OverviewofTier2SupportsSchoolsareresponsibletoteachacademicsandsocialbehaviorskills.Weteachallstudentsouracademiccurriculumtoaddressgradelevelexpectations(GLEs).Weteachallstudentstobesafe,respectful,responsiblelearnersintheclassroom,hallways,playgroundandallothersettings.WeknowtheseTier1universal(greensectioninthegraphicbelow)thatweteach,practiceandrecognizeeverydayhelpcreateapredictableandpositivelearningenvironment.However,somestudentsdonotrespondtoourqualityTier1universalacademicandbehavioralinstruction.Studentswhoneedadditionalsupportmaydisplaybehaviorsexternallyorofequalconcern,arestudentswhointernalizethestressofschoolandhome.Thegoalistoprovidesupporttothesestudentstomeettheirneeds,tokeeptheminclasslearningandtoavoidescalationtomoreintensiveservices.

Figure1

Wearechangingthewaywethinkaboutstudentbehavior.Behaviorisnotgoodorbad,ratherrepeatedproblembehaviorservesapurposeforthestudent.Problembehaviorpaysoffforthestudentbygettingwhatiswantedoravoidingwhatisuncomfortable,difficultorevenboring.Misbehaviorisalsoaformofcommunicationthatisgenerallyveryeffectiveingettingneedsmet.Misbehavingworkssostudentsdoitagain.Ourjobistomakeaprofessionaljudgment(hypothesize)aboutwhatpurposeorfunctionthebehaviorisservingthestudentandthendecidewhatwecandotogetthatneedmetinasafe,respectful,responsibleway.Tomakethesedecisions,weusethetriedandtrueABC’sofbehavior.WecanusetheABC’stodescribemisbehavior(Figure2).

MUSW­PBS 4

Summary of Problem

Wehavethemostproblemsduringindependentwritingtime (time of day/class/Activity/Routine)

Antecedent Problem Behavior Consequence Function/Pay Off (Trigger/Predictor) (Student Behavior of concern)

Figure2

WecanalsousetheABCscienceofbehaviortoplaninterventions(Figure3).Whenplanninginterventionswemaydecidetostartwithanobservabledescriptionofthebehavior,thenbrainstormantecedentsthatwillsetthestudentupforsuccess.

InterventionPlan

Antecedent(Setstudentupforsuccessbyteaching,precorrecting,practicing,scaffolding,etc.)

ReplacementBehavior/Skill

(Whatwewantthestudenttodoinstead)

OutCome(Whathappenswhenstudentdemonstratesbehavior/skill)

Scaffoldworkbyprovidingastartersentence,pictureprompt,choiceoftopicDetermineexpectationfortheamountofworktobedone(2sentences,3paragraphs,etc.)Teachstudentexpectedamountofworkandbehavior.ReviewgoalwithstudentPrecorrectstudenttoreviewhisBestEffortFolderTeachstudenttoputpost­itondeskwhenneedshelpandwhattodowhilewaiting.

Completeassigned(modified)independentwritingtasks

Quickteacherattentionwhenpost­itisdisplayedConferenceattheendofindependentwritingtodiscussprogresstowardgoal

Figure3

When…givenassignmenttowrite

thestudentwill…notwork,makenoises,talktoothers

thenthishappensredirect,remindwhattodo,safeseat,buddyroomoroffice

So,thefunctionofbehavioristo:Access/Avoid/Escape(circleone)this…hardwritingtask

MUSW­PBS 5

1.Tier2Responsibilities

TheTier2processisaprofessionallearningcommunityapproachinvolvingtheclassroomteacher,classroomproblemsolvingteams,Tier2teamrepresentatives(e.g.administrator,counselor,schoolpsychologist,specialeducator),andinterventioncoordinators.Withthisapproach,theinitialworktosupportstudentswhodonotrespondtoTier1universalsisdonethroughteacherssupportingteachers.Teacherscanhelpeachotheraddresslow‐levelmisbehaviorthroughadaptationstotheclassroomenvironment.ClassroomProblemSolvingTeamsaretheheartandsoulofthisTier2system.ClassroomProblemSolvingTeamsaregradelevelteams,learningteamsordepartmentalteamsthatmeettodiscusscurriculumandstudentbehavior.Responsibilitiesofallinvolvedinthisprocessaredescribedbelow.TeacherResponsibilities TeachersareresponsibleforawiderangeoftaskstoensurestudentswhodonotrespondtoTier1universalschool‐wideexpectationsandclassroomrulesandroutines.TheteacherregularlytracksdatatoidentifystudentswhoneedTier2supportandtakethestudenttotheclassroomproblemsolvingteamwhenstudentsmeetthedatadecisionrulesthebuildingTier2teamhasdetermined,suchas:

o theyhavereached majorOfficeDisciplineReferralso minorincidentspersistwith minorsenteredintoSWISorotherdatasystemo attendanceaconcern persemesterortrimestero academicconcerns throughbuilding,districtandstateassessmentso concernforstudentswithinternalizingbehaviors

AnotherimportantresponsibilityoftheteacheristoimplementtargetedclassroominterventionsandTier2SmallGroupInterventionswithfidelity.Thatmeansallstepstoimplementtheinterventionsarefollowedconsistentlyeveryday.Datamustbecollectedandreviewedtodeterminetheeffectofinterventionsonstudentgoals.Onlywithaccuratedatacanitbedecidediftheinterventionshouldbecontinued,changedorfaded.Communicationisanotherimportantresponsibilityoftheclassroomteacher.Keepingfamilymembersawareofconcernswillavoidanysurprisesatconferenceorgradecardtime.Seekingideasfromfamilymembershelpsthembeapartofthedecisionmakingasyougothroughtheprocess.Asrequired,teachersmayneedtogainparentpermissionforsupports.SeeFormAPositiveBehaviorSupportChecklistintheFormssectionofthismanualforacompletelistofstepstoconsidertosupportstudentbehavior.ClassroomProblemSolvingTeamResponsibilitiesAsstatedpreviously,ClassroomProblemSolvingTeamsaregradelevelteams,learningteamsordepartmentalteamsthatmeettodiscusscurriculumandstudentbehaviors.DuringthebehaviorClassroomProblemSolvingTeamsmeetings,membershavetwojobs:1)toshareideaswiththeirteammatesdiscussingstudentswithsimilarneedsandfunctionsofbehaviorand2)to

MUSW­PBS 6

reflectonandadoptstrategiesforstudentsintheirclasswhoexhibitsimilarbehaviorandfunctionsofbehavior.TheClassroomProblemSolvingTeamswilldevelopascheduletocompletetasks,suchas:

1stmeeting:reviewdataandbrainstormsocialbehaviorinterventionstoimplementintheclassroom.

2ndmeeting:reviewdataandbrainstormacademicinterventionstoimplementintheclassroom.

3rdmeeting:reviewprogressmonitoringdataforstudentsdiscussedduring1stweek(socialbehavior)

4thmeeting:reviewprogressmonitoringdataforstudentsdiscussedduring1stweek(academics)

Repeatcycleofmeetings1‐4.Tier2TeamRepresentativesResponsibilitiesTherepresentativefromtheTier2TeamwhoattendstheweeklyClassroomProblemSolvingTeamsmeetingsisthelinkbetweentheClassroomProblemSolvingTeamsandthebuildingTier2Team.Therepresentative:

GuidestheClassroomProblemSolvingTeamsthroughtheprocessofdefiningtheproblembehavior,decidingthefunction,identifyingareplacementgoalandselectinginterventions.

Ifproblembehaviorscontinueafterimplementationofclassroominterventions,theTier2TeamrepresentativewillreferstudentstoTier2Teamforadditionalsupport.

NotifiestheTier2TeamleadertoaddstudentnamestotheTier2meetingagenda. Servesasaresourcetoassistteacherswithstudents’concerns.

Tier2SmallGroupInterventionCoordinatorsResponsibilitiesCoordinatorsforTier2SmallGroupInterventionsmanageallaspectsoftheirassignedintervention,suchasCheckIn/CheckOut,TargetedSocialSkillsGroupsandTargetedAcademicSupports.Theirresponsibilitiesinclude:

Providingstaffdevelopmentforallimplementingthespecificintervention Processingreferrals Insuringfidelityofinterventionimplementation Collectingandreviewingstudentdatatomeasurestudentprogresstowardgoals Sharingdatawithhomeroomteachermonthlyandallstaffquarterly RequestingtimeontheTier2follow‐upmeetingforsharingstudentdataanddiscussing

nextstepsforthestudent.

MUSW­PBS 7

Tier2TeamResponsibilitiesTheschool’sTier2TeamisresponsiblefortheoverallmanagementofthesystemofsupportforTier2studentsandteachers.TheTier2Team:

• Providesmonthly/regulardatatoclassroomteachers(seeSection2onStudentIdentificationProcess)

Servesasproblemsolvingteamforstudentswhodonotrespondtoclassroominterventionstriedthroughtheclassroomproblemsolvingteamprocess

• Developstargetedinterventionsthatarecontinuouslyavailable,suchascheckin/checkoutandsocialskillsgroups

• Matchesstudentneedwithappropriatetargetedintervention• Connectstargetedinterventionswithschool‐wideexpectations• Communicatesaboutinterventionswithfacultyandstaff• Monitorsimplementationofclassroomandtargetedinterventionsandstudentresponse

tointervention• Reviewsdatatorecommendfutureaction(fade,maintainorintensify)

OptionalSupportTeamTier2DevelopmentTeam(Tier2Teamplus1teacherfromeachclassroomproblemsolvingteam)Schoolsmaychoosetohavea“developmentteam”thatmeetstoreviewandgivefeedbacktothebuildingTier2Teamastheprocessisbeingdevelopedandimplemented.Inaddition,theTier2DevelopmentTeamcanreceiveadditionalprofessionaldevelopmentthroughouttheyear.Thisgroupprovidesanotherlayerofexpertisetotheclassroomproblemsolvingteamsandincreasesthelevelofcapacityandknowledgewithineachschool.

MUSW­PBS 8

2.StudentIdentificationProcess

ItisimportantallteachersregularlyreviewclassroomdatatodetermineifstudentsmeetcriteriaforTier2support.Eachschool(usuallyataskoftheTier2TeamortheDevelopmentTeam)willdecidetheirstudentidentificationcriteria.FollowingarethetypesofdatadecisionrulesthatcouldbeusedtoidentifystudentswhomeetthecriteriaforTier2interventions.

o Theyhavereached majorOfficeDisciplineReferralso Minorincidentspersist minorsenteredintoSWISorotherdatasystemo Attendanceaconcern pertrimestero Academicconcerns tobedeterminedo Concernforstudentswithinternalizingbehaviors

Whenteachersreviewtheirmonthlyclassroombehavioraldatatheycanhighlightthestudentswho“trip”thedatadecisionrules.Forthosestudents,teacherscantakeadeeperlookatthedatareportsthatincludeproblembehavior,timeofday,locationandpossiblemotivation.ThisinformationwillhelpteachersprepareFormC:ClassroomProblemSolvingTeamPlanningFormthattheywilltaketotheirclassroomproblemsolvingteam.Hereisalistof“Externalizingbehaviors”:

o Disruptingclasso Refusetodoworko Noncompliant/Refusetofollowdirectionso Minorphysicalcontacto Propertymisuseo Inappropriateverballanguageo Poortaskcompletion

ItisimportanttoalsokeepthosestudentswhoweexhibitinternalizingbehaviorinmindandnominatethemforTier2interventionsasappropriate.Examplesofinternalizingbehaviorsinclude:

o Exhibitssadnessordepressiono Sleepsaloto Appearsunmotivatedo Doesnotparticipateingameso Veryshyortimido Actsfearfulo Doesnotstandupforselfo Self‐injury(cutting,headbanging)o Withdrawn

IdentifyIndividualstoCreateGroupsJustasisdonewithreading,mathorotheracademicdata,weassessindividualstudentstoidentifythosewhoneedextraassistance.Theindividualacademicdataarethenusedtogroupstudentsforinterventionstomeettheirsimilarneeds.Thesameistrueforsocialbehaviordata.Wereviewindividualstudentdatatogroupstudentswhoaredisplayingproblembehaviortomeetsimilarfunctionsorpayoffs.

MUSW­PBS 9

3.ClassroomLearningTeamProblemSolvingProcess

WhenteachershaveidentifiedastudentforTier2interventions,theClassroomProblemSolvingTeamwilluseFormC:ClassroomProblemSolvingTeamPlanningForm(FormsSection)tobrainstorm:

1.SummaryofProblem–‐whatistheantecedentthathappensbeforethebehavior,whatistheproblembehavior,whathappensaftertheproblembehaviorandwhatisthefunctionorpayoffforthestudent.

2.ReplacementBehavior/LearningTarget‐‐Whatdowewantthestudenttodoinstead?ChooseanobservablebehavioralskillfromtheSchool‐widePBSexpectationsmatrix.

3.ClassroomProblemSolvingTeamInterventionStrategiesforstudent(s)—togethertheclassroomproblemsolvingteamwillbrainstormanddecideonasmallnumberofinterventionstotrythatmatchthefunctionofthestudents’behavior.SeeAntecedentInterventions,InterventionRecordandFunction­BasedInterventionGuidelines(inResourceSection)forinterventionideas.

5.ProgressMonitoring(AssessmentforLearning)—Chooseamanageablemethodtomeasureprogresstowardthestudentgoal.Alsopickashorttimetocollectdata…10minutes,3timesaweek,forexample.StudentDailyProgressReport,TeacherProgressMonitoringSamples1and2intheResourceSectionwillbehelpful.

6.Follow­upDate—decidewhentheClassroomProblemSolvingTeamwillfollow‐uponthestudentinthefuture.

TheplanyourClassroomProblemSolvingTeamhelpedcreateisnotworththepaperitiswrittenoniftheinterventionsarenotimplementedconsistentlyandasplanned.Thismeanseachtimethestudenthasanopportunitytoworkonhis/hergoal,allstaffwilldotheirparttosetthestudentupforsuccessandgivethestudentfeedbackabouthis/herperformanceasoutlinedintheplan.Ifanyteacherneedssupporttoimplementtheplan,contacttheirTier2Teamrepresentative.Anotherimportantpointistoimplementtheplanandgiveittimetowork.Itisnotunusualtoseesomeprettydramaticpositivechangesinashortperiodoftimeiftheplanmatchesthefunctionandisimplementwithfidelity.Withsomestudents,wemayneedtopersistandcontinuetheplanlongenoughforthestudenttoseewearegoingtobeconsistentinourimplementation.Ofcourse,ifthereisadramaticandpersistentincreaseinmisbehavior,theplanwillneedtobereviewed. AfollowupmeetingoftheClassroomProblemSolvingTeamwillbeheldtosharedataonthestudent’sprogresstowardhis/herstudentgoal.Atthattimeitwillbedecided:

Tocontinuetheclassroomintervention(s) Tomaintainormodifytheclassroomintervention(s) Totryotherclassroomintervention(s) ToreferthestudenttoaTier2SmallGroupIntervention

MUSW­PBS 10

RememberClassroomProblemSolvingTeammembershavethesejobsduringtheteammeetings:

1. toshareideaswiththeirteammatesdiscussingastudentand2. toreflectonandadoptinterventionsforstudentsintheirclasswhoexhibitsimilar

behaviorsandfunctions.3. Todiscussionandproblemsolveimplementationbarriersandstruggles4. Todiscusswhatworkedandwhyandtocelebrate

TIER2INTERVENTIONS

Ongoingstudentassessmentandprogressmonitoring,throughthecollectionandreviewofaccurateandappropriatedata,willbeusedfordecisionmakingtodeterminethelevelofsupportindividualstudentsneed.Whenastudentdoesnotrespondtoclassroominterventionsthatwereimplementeditmaybedeterminedthestudentmayqualifyforafunction‐basedTier2smallgroupintervention.Followingaresmallgroupinterventionsschoolsmaydevelop:

1. CheckIn/CheckOut(CICO)• Purpose:TheCheckIn/CheckOut(CICO)processwillprovidesystematic

performancefeedbackforidentifiedTier2studentswhomaybenefitfromdailyorganizationalandbehavioralsupportandpositiveadultattention.Thisinterventionismostappropriateforstudentswhoseekorenjoyadultattention.Thisinterventionalsoprovidesapositivecommunicationlinkbetweenhomeandschool,setsstudentsupforsuccess,eachmorning,andcanbefadedtodevelopstudentself‐management.

2. SocialSkillsGroups

• Purpose:SocialSkillsGroup(approximately2‐10studentsineachgroup)willprovidespecificsocialskillstraining/instruction,basedonthestudent’sidentifiedfunctionofbehavior.Replacementsocialskillsbehaviorsidentifiedfromtheschool‐widematrixwillbetaughtandpracticed.Communicationaboutskillsaddressedwillbeprovidedtoclassroomteachersofparticipatingstudents.Studentperformanceofskillswillbeacknowledgedbyallparticipatingadults.Ifaschoolchoosestouseacommercialsocialskillscurriculum,itwillimportanttotiethespecificskillstotheschool‐wideexpectations(e.g.safe,respectful,responsible).

3. AcademicSupports

Purpose:Studentswhodisplayinappropriatebehaviorsandsocialskillsmayalsostrugglewithacademicachievement.Theresultsfromcurriculumbasedassessmentswillbeutilizedtomonitoracademicprogressofallstudents.Studentswhoare

MUSW­PBS 11

identifiedasat‐riskmayreceiveadditionalacademicsupport.Learningconcernswillbeidentifiedandtargetedacademicaccommodationswillbedeveloped.4.MonitoringandEvaluatingProgressandMakingDecisions

Asimplemethodtomonitorprogressonthestudentgoalwillbedecidedbythegradelevelteam.Itwillbeimportanttoselectamethodofmonitoringprogressthataddressesthestudentgoal.Forexample,ifthegoalisforthestudenttodo100%ofhiswork(evenifislessthanmostofhispeers)themethodofprogressmonitoringcouldbeadaily+or–toindicatehowthestudentperformedtowardthatgoal.Inpreparationforthefollowupmeeting,theteachercouldthencalculatethenumberof+’searneddividedbythetotalnumberofdaysthestudentworkedtowardhisgoal.Onlybycollectingobjectiveprogressmonitoringdatawillweknowthestudent’sprogress,whichwillhelpmakefuturedecisions.ProgressmonitoringdatawillalsobecollectedbytheTier2SmallGroupInterventioncoordinator.ThesedatawillberegularlyreviewedbythecoordinatorandsharedwiththeclassroomteacherandtheTier2Teamtomakedecisionsaboutmaintaining,revising,fadingordiscontinuingtheTier2SmallGroupIntervention.Atthebuildinglevel,theTier2teamwillalsocollectdata.TheTier2teamwillcollectthetotalnumberofstudentsreceivingTier2interventions(classroomandsmallgroup)andregularlyreviewtheirprogress.TheTier2teamwillberesponsibleforsharingthe“BigPicture”ofprogressofstudentsreceivingTier2interventionstoallstaff.

5.StrategiesforCommunication

BecausethereareseverallayerstotheTier2process,communicationiscritical.Justasimportantisregularandthoroughcommunicationwithfamiliestogainpermissionifneededandtokeepthemup‐to‐dateontheplan.Otherstaff,suchasspecialists,specialeducators,andparaprofessionalswhowillbeexpectedtoimplementinterventionsasplannedalsoneedinformationtoaccuratelyandconsistentlyimplementtheplan.

MUSW­PBS 12

FormstoGuideTier2Process

Form PageFormATier2ProcessChecklist

FormBPositiveBehaviorInterventionandSupportPlanningChecklistandTeacherSelfAssessment

FormCClassroomProblemSolvingTeamPlanningForm

FormDInterventionProgressMonitoring

FormEStudentNominationforTier2TeamAssistance

FormFInterventionPlan

FormGTier2GuidingQuestions

MUSW­PBS 13

FormA:Tier2ProcessChecklist

Thisformoutlinesthestepsoftheprocessdescribedinthishandbook.Formstouseareinbold. Staff

ResponsibleProcessSteps Date

CompletedTeacherinSeptemberandongoing

1.CompleteSelfAssessTierOne–School‐wideandTierOne‐ClassroominterventionsbyreviewingtheFormB:PositiveBehaviorSupportChecklistandSelfAssessment

ClassroomProblem

SolvingTeaminSeptember

2.Discussself‐assessmentandsetindividual,gradelevelorteamgoals.

Teacher 3.Makeclassroomenvironmentalmodificationsbasedonself‐assessment.

Tier2TeamData

Manager

4.Buildingcollectsandgivesacademicandbehavioraldatatoteacherteamsatleastmonthly.

Teacher 5.Comparestudentdatawithbuildingacademicandbehaviordatadecisionrules

Teacher 6.Liststudentswhoarenotmeetingidentifiedacademicandsocialbehaviortargets.

Teacher 7.Discussacademicandbehaviordataandconcernswithparents.

ClassroomProblem

SolvingTeam

8.ClassroomProblemSolvingTeamdecideshowtocollectivelyprovideadditionalordifferentinstructiontore‐teachacademicorbehavioralcontenttosmallgroups.Forstudentswithabehaviorconcern,completeFormCLClassroomProblemSolvingTeamPlanningFormtodecideintervention(s).AccessyourTier2representativeifyouneedhelp.

ClassroomProblem

SolvingTeam

9.MakealistofallstudentsreceivingadditionalsupportonFormD:Tier2ProgressMonitoringForm

Teacher 10.Re‐teachandprogressmonitorforminimumoftwoweeks.

Ongoing

ClassroomProblem

SolvingTeam

11.ReviewprogressmonitoringdataofclassroomenvironmentalmodificationswithClassroomProblemSolvingTeam.Forstudentswhoareprogressing,continueintervention(s),environmentalmodificationsandprogressmonitoring.

MUSW­PBS 14

ThenextstepsofthischecklistisprovidedtohelpguidestaffthroughtheprocessofaccessingsupportforanystudentwhoisnotrespondingtoTierone,universalacademicand/orbehaviorexpectationsascomparedtotypicalpeersintheclassroomStaffResponsible ProcessSteps Date

CompletedTeacherandTier2teamrepresentative

12.Forstudentswhoarenotprogressing,completeFormE:StudentNominationforTier2Assistance

Tier2teamrepresentative

13.NotifyTier2teamfacilitatortoaddstudents’namestomeetingagenda.

Tier2Teamrepresentative

14.AtTier2meetingdistributecopiesofFormsC,DandEandprogressmonitoringdata.

Tier2Team 15.DuringmeetingreviewstudentdataandFormsA,C,DandE.Useguidingquestions(FormG)toproblemsolveandcompleteFormFtodocumentplan.

Teacher 16.Communicateplanandobtainparentpermissionforsmallgroupintervention.Whenparentpermissionobtained,contactsmallgroupfacilitatortobeginintervention.

Tier2Teamrepresentativeand

Teacher

17.CommunicatesmallgroupinterventionassignmentwithClassroomProblemSolvingTeam.

SmallGroupImplementer/Coordinator

18.ImplementsmallgroupinterventionsandcollectstudentprogressmonitoringdatatobesharedatTier2Teamfollowupmeeting.

SmallGroupCoordinator

19.CalendarstudentfordiscussionatscheduledTier2Teammeetingfollowupmeeting.

Tier2Team 20.Discussstudent’sprogresstowardhis/hergoalduringfollowupmeetingtodecidewhethertomaintain,ormodify,usingFormE.

Tier2Teamrep. 21.Regularlyreferto,updateandfollowuponstudentusingtheFormD:Tier2ProgressMonitoringForm.

Tier2Teamrep. 22.BringstudentprogressmonitoringdatatoregularlyscheduledClassroomProblemSolvingTeammeeting.

Tier2Team/Teamrep.andClassroomProblemSolving

Team

23.RegularlyfollowallstudentsonFormDtoreviewprogressandmakerecommendedrevisions.

MUSW­PBS 15

Form B Positive Behavior Support Planning Checklist

and Teacher Self Assessment Teacher:______________________________________________________Date:___________________________

TierOne—School­widePBS:AllStaffConsistentlyTeach,GiveSpecificPerformanceFeedbackandRespectfullyRedirectAllStudents.ForQuestionsorSupportSeeTier1PBSCoaches,PBSTeamandGradeLevelTeam

TierOneProcess StaffExpectationstoSupportStudentBehavior1.School‐wideExpectationsMatrixisourSocialCurriculum

Ihaveacopyofthematrixpostedinmyclassroom. Iknowandcanrecitetheschool‐wideexpectationsandcurrent

behavior/socialskilllesson. Ihavethecurrenttopicpostedinmyroom.

2.AllStaffTeachAllStudentsSchool‐wideSkills

IteachstudentswhatwewantthemTOdo,usingweeklylessonplan.

Idesignatetimeduringtheweekly/dailyscheduletoteach,practiceandreviewthetopic.

Basedondata,Ire‐teachskillsfromthematrixasneeded. Atleast80%ofstudentscanrecitetheschool‐wideexpectations

andcurrentbehavior/socialskilllesson.3.AllStaffGiveAllStudentsSpecificPerformanceFeedback

Iuseschool‐wideexpectationsandlanguageonthematrixwhenIgivestudentsspecificperformancefeedback.

Istrivetogivehighrates(4to1)ofpositivespecificperformancefeedback.

Withmystudents,wesetclassroomgoalsforcelebrations. Allstudentscantellwhytheyreceivedspecificfeedback.

4.AllStaffGiveEffectiveResponsesandFollowContinuumofResponsestoBehaviorErrors

Iknowhowtogivearespectfulredirectusingexpectationslanguageandprofessionalteachingtoneanddemeanor.

Iknowdefinitionsandfollowproceduresforclassroommanagedbehaviors(minors) BuddyRoom–useSWISinformation TimeOutofInstruction(TOI)Form

Iknowdefinitionsandfollowproceduresforofficemanagedbehaviors(majors)

5.AllStaffWillCollectMinorandMajorData

Iconsistentlyandfullycompleteandsubmitallrequiredbehaviorforms

IreviewandreflectonmonthlySWISdata.

MUSW­PBS 16

Form B Positive Behavior Support Planning Checklist

and Teacher Self Assessment

TierOne­ClassroomPBS:AllStaffConsistentlyImplementClassroomEssentialFeaturestoProvideaPredictableandSafeLearningEnvironmentforAllStudents.

ClassroomEssential

FeaturesStaffExpectationstoSupportStudentBehavior

1.ClassroomExpectationsandRules

IhaveattendedClassroomExpectationsandRulesin‐service. Ihavecreatedandpostedclassroomrulesalignedwithschool‐

wideexpectations. Ihavefiledacopyofmyclassroomrulesintheoffice. 80%ofmystudentscantelltheclassroomexpectationsand

rules.2.ClassroomProceduresandRoutines

IhaveattendedClassroomProceduresandRoutinesin‐service.

IhaveusedtheCreateYourClassroomRoutinesChecklisttodevelopmyclassroomroutines.

Ihavecreated,posted,taughtandgivenstudentsfrequentspecificperformancefeedbackonclassroomproceduresandroutines.

Studentscantelltheclassroomproceduresandroutines.3.AcknowledgeAppropriateBehavior–ProvidePositiveSpecificPerformanceFeedback

IhaveattendedClassroomStrategiestoAcknowledgeAppropriateBehaviorin‐service.

Iuseavarietyofstrategiestogivepositivespecificperformancefeedback.

Iprovidepositivespecificperformancefeedbackataratioof4:1.

Studentscantellhowtheyreceiveacknowledgementforappropriatebehavior.

4.ResponseStrategies&ErrorCorrection

IhaveattendedClassroomResponseStrategies&ErrorCorrectionin‐service.

Idemonstratecalm,consistent,brief,immediateandrespectfulerrorcorrectionsusingprofessionalteachingtoneanddemeanor.

Iuseavarietyclassroomresponsestrategies(prompt,redirect,re‐teach,providechoiceandconferencewithstudents)

MUSW­PBS 17

Form B Positive Behavior Support Planning Checklist

and Teacher Self Assessment – Page 2

ClassroomEssentialFeatures

StaffExpectationstoSupportStudentBehavior

5.MultipleOpportunitiestoRespond

IuseavarietyofstrategiestoincreasestudentOpportunitiestoRespond(examples:turnandtalk,guidednotes,responsecards)

Iuseastrategytotrackstudentsbeingcalledon Iusewaittimetoincreasestudentopportunityfor

metacognition Iplaninstructionalquestionsandresponsemethodspriortothe

lesson6.ActiveSupervision Ihavedesignedtheclassroomtoallowforeaseofmovementfor

ActiveSupervision Icontinuallymonitorallareasoftheroombyscanning,moving

andinteractingfrequentlyandstrategically Whendesigningalesson,Iconsiderstudentgroupings,location

andactivitylevel Iprovidepositivecontact,positiveandcorrectivefeedback

whilemovingaroundtheroom.7.AcademicSuccessandTaskDifficulty

Independentworkcontains70‐85%knownelements(instructionallevel)

Readingtasksare93‐97%knownelements(independent) IuseavarietyofstrategiestomodifydailytaskstoScaffoldthe

StudenttoSuccess Iprovidepositivespecificperformancefeedbackataratioof4:

1. Iscaffoldtasksbymodeling,providingguidedpracticeand

chunkingmulti‐stepdirectionsandactivities.8.ActivitySequenceandOfferingChoice

ISequenceTasksbyinterminglingeasy/brieftasksamonglongerormoredifficulttasks

Whendesigningalesson,Iconsiderthepace,sequenceandleveloftaskdifficultytopromoteeachstudent’ssuccess

Iconsideravarietyofelementswhenofferingstudents’Choice(order,materials,partner,location,typeoftask)

Idevelopanduseamenuofoptionstopromotestudentchoice(examples:workstations,demonstrationofknowledge)

MUSW­PBS 18

FormC

ClassroomProblemSolvingTeamPlanningForm

Student:_____________________ClassroomTeacher:____________________Grade:______Date:_________Completethisformwithyourclassroomproblemsolvingteam.SeeGuidingQuestionsforClassroomProblemSolvingTeamsandExamplesofFormCintheResourceSection.1.SummaryofProblem

Wehavethemostproblemsduring ____________________ (timeofday/class/Activity/Routine)

Antecedent ProblemBehavior Consequence Function/PayOff(Trigger/Predictor) (StudentBehaviorofconcern)

2.ReplacementBehavior(Whatdowewantthestudenttodoinstead?ChooseanobservablebehavioralskillfromtheSchool‐widePBSexpectationsmatrix)

3ClassroomProblemSolvingTeamInterventionStrategiesforstudent(s)4.HowwillyouProgressMonitorstudent(s)?5.Follow­uponthisdate_____________:

When…

thestudentwill…

thenthishappens(teacherdoes)

So,thefunctionofbehavioristo:Access/Avoid/Escape(underlineone)this…

MUSW­PBS 19

FORMD:INTERVENTIONPROGRESSMONITORINGClassroomProblemSolvingTeam_____

Tier2TeamRepresentativefromClassroomProblemSolvingTeam___________Student Teacher Academic

BehaviorBoth

Function Descriptionof

Intervention

ParentComm.

DateInterventionStarted

ProgressReportDate____

ProgressReportDate____

ProgressReportDate____

Tim Thumb Behavior Peerattention

A.m.announcement,increasedpeer

work

Phone9/30

10/05/09 10/20/096BuddyRooms

11/03/094BuddyRooms

11/17/091BuddyRoom

MUSW­PBS 20

FormEStudentNominationforTier2Assistance

TeacherSection:1)Completethissection2)givetoyourTier2Teamrepresentative.Student:____________________ClassroomTeacher:____________Grade:___Date:______StudentStrengths:__________________________________________________________________________________________________

WhatMotivatesPositiveBehaviorforStudent?_________________________________________________________________

_______________________________________________________________________________________________________________________

MyConcern(checkanythatapply)Attendance________Behavior______Reading________Writing______Math________Other______ProvideBaselineDataforAllConcernsCheckedAboveProvideParentContactInformation,Dates,TypeofCommunicationAttendance:Didstudentstartthefirstdayofschoolyear?Yes____No___Ifno,datestudententeredschool:_______________________Behavior1.AttachSWISreportofmajorofficereferrals(listandgraphform)Howmanymajorofficereferralsforthisstudent?____ForeachPossibleFunctionbelow,writethetotalnumberfromMajorreport.Obtainpeerattention_____Avoidanceofpeer_____Avoidtask/activity_____Obtainadultattention_____Avoidanceofadult_____Provokedbypeers_____Other_____Unknown_____

2.AttachSWISreporttominorofficereferrals(listandgraphform)Howmanyminorofficereferralsforthisstudent?____ForeachPossibleFunctionbelow,writethetotalnumberfromMajorreport.Obtainpeerattention_____Avoidanceofpeer_____Avoidtask/activity_____Obtainadultattention_____Avoidanceofadult_____Provokedbypeers_____Other_____Unknown_____

3.AttachclassroomTimeOutofInstructionlog4.Historyofproblembehavior(frompreviousteacherorschool):

Academics:1.Whatcommongradelevelinterventionshavebeenimplemented?

Weretheyeffective?YesNo

MUSW­PBS 21

2.ReadingAssessmentLevels(allthatapplyforyourgradelevel)

KMonthlyAssessment DRA2/DRESS GRADE WordStudy

WhatComprehensionAssessmentsweredone?

Whatweretheresults?

3.WritingAssessmentLevels

KMonthlyAssessment

DistrictBenchmarksWritingAssessmentScore:1____2____3____4____

SpellingInventoryLevel

4.MathematicsAssessmentLevelsKMonthlyAssessment

MathFactsAssessment ComputationAssessment InterventionMathTestMathTopicTest

Topic Score Topic Score

1 8 2 9 3 10 4 11 5 12 6 13 7 14

4.AttachGradeLevelMonthlyAssessmentRecord

5.Attachanyadditionalinformation

MUSW­PBS 22

Intervention Plan – Form F Student:____________________ Classroom Teacher:____________ Grade: ___ Date:______ 4. Intervention Plan (See AntecedentInterventions)

Antecedent Interventions (Proactive action steps to set the

student up for success by teaching, precorrecting, practicing, scaffolding,

etc.)

Replacement Behavior / Skill

(What we want the student to do instead)

Response / Consequence (What happens when student demonstrates behavior / skill)

Positive Specific Feedback

Corrective Feedback

Additional Building Support: (examples: CICO, targeted groups for math, social skills, reading) Progress Monitoring How will teacher monitor progress toward the learning target? (See example progress monitoring forms in Resource Section) What tasks need to be completed to be sure the Intervention Plan is completed as planned? Action Plan Tasks to Complete By Whom By When 1. Discuss plan with parents

2. Communicate plan to: (list)

3. Assign date to review progress

4.

5.

Date the plan will begin: ________

MUSW­PBS 23

FormG

GuidingQuestions

TheTier2Teammayusethesequestionstohelpthemdiscussstudent’sprogresstowardhis/hergoalwhentheyhavereceivedFormE,StudentNominationforTier2Assistanceorduringafollowupmeeting.

Student:______________________________ClassroomTeacher:__________________________________

Grade:_________________Date:___________________________

Reviewofenvironmentandclassroomproblemsolvingstrategies:

‐ Werethestrategiesandplanimplementedaswritten?Hoedoweknow?

‐ WhydoestheclassroomproblemsolvingteamandTier2teamthinktheplandidnot

work?

‐ HowwilltheTier2interventionplanbemodified?

‐ IsittimetoreferthestudenttothebuildinglevelTier2interventions?(e.g.,CICO,social

skillsgroup,academicsupportgroups

MUSW­PBS 24

RESOURCES

MUSW­PBS 25

GuidingQuestionsforClassroomProblemSolvingTeams

ThepurposeofthisformistoassistyourClassroomProblemSolvingteam(gradelevelorcontent)todiscussstudentswithsimilarminordisruptivebehaviorswhomeetyourschoolsdatadecisionrule(s).Thegoalistodevelopclassroom/environmentaladaptationstodecreasethelikelihoodofproblembehaviorsoccurring.Theseguidingquestionsaredesignedtohelplearningteamsthroughthisprocess.1. Basedondatadecisionrule(s),ourlearningteamhasidentifiedthesestudentswho

arenotmeetingsocialbehaviortargets. Whatisthespecifictimeperiodofthedatabeingreviewed? Arewereviewingthebestdata(e.g.SafeSeat,BuddyRoom)totellthestoryabout

studentsinyourclass? Whichdatadecisionrule(s)wasusedtoconsiderstudentsforTier2? Dodataappearaccurate?Doweneedtotightenupaccuracyofdatacollection? Arelearningteamscollectinganddocumentingsimilarbehavioralincidents? Whoarethestudentswhohavemetatleastonedatadecisionrule?(listnamesof

students).2.Discussandmatchstudentsabovewithsimilarproblembehaviors.

Whichofthe2commonminorproblembehaviorsdoeseachstudentdisplay(minordisruptionornoncompliance)?

Ifthereisnotaperfectmatch,whichistheclosest?3.WhatFunction(get/avoid)dothedatasuggestisassociatedwithstudentproblembehavior

Dostudentswantadultattention(Hint:Teacherredirectsandcorrectionsareadultattentiontoo)?

Dostudentswantpeerattention? Dostudentsgetafavoriteitemoractivity? Dostudentsavoiddoingwork? Dostudentsavoidadults? Dostudentsavoidpeers? Whatdatasupportthisconclusion? Doreferralformsindicatemotivation?

MUSW­PBS 26

4.Decideclassroomstrategies/interventionstomeetthefunctionofthebehaviorforthestudentsabove.HelpfulResources:FormB:PositiveBehaviorSupportPlanningChecklistandTeacherSelf­Assessment,AntecedentInterventions,professionalexperienceofteammembers,questionsbelow.Whatcanbedonetopreventthedisruptivebehavior?

DoIhaveaprocedureorroutinetohelpgetthedesiredbehavior(e.g.howtoaskforhelp,howtoworkwithpartners)? Whatpre‐correctscouldbegiventostudentstoremindthemofdesiredbehavior? Wouldaseatingchangebehelpful? Wouldactivesupervisionbehelpful? Wouldlessworkthenacheckwithteacherhelpthestudentgetstartedworking? Wouldmoreopportunitiestorespondkeepthestudentengaged? Wouldchoiceofhowtocompletetheworkorwhichworktostartfirsthelpthestudentbeengaged?

Whatskillscanweteach?

Howhavetheproceduresandroutinesbeentaughtdirectly? Howhavetheexpectedbehaviorsbeentaughtdirectly?

Whatcanwedotominimizethepayoffoftheproblembehavior? Canthelow‐levelproblembehaviorsbeignored? Howcanweprovideaconsistentverbalresponse? Couldwerecognizeotherstudentswhoareworking/ontask?

Howcanwerecognizestudentsfordisplayingtheexpectedbehavior?

Howcouldweprovideextraattention? Howcouldweprovidepeerattentioninanappropriateway? Howcouldweprovideaccesstopreferredactivityorobject?

1. Decidehowtomonitorprogressofstudents.Resources:SampleprogressmonitoringformsinResourceSection.

Whichprogressmonitoringformwillhelpuscollectinformationabouthowtheintervention(s)decidedaboveareaffectingtheproblembehavior?

MUSW­PBS 27

FormC

ClassroomProblemSolvingTeamPlanningForm

Example1

Student:____TimBob____ClassroomTeacher:__MsGreat__Grade:__4_Date:_1/4/2010CompletetheBriefAssessmentofFunctionofBehavior&MatchingProcesswithyourgradelevelteam.1.SummaryofProblem

Wehavethemostproblemsduring independentwritingtime (timeofday/class/Activity/Routine)

Antecedent ProblemBehavior Consequence Function/PayOff(Trigger/Predictor) (StudentBehaviorofconcern)2.ReplacementBehavior(Whatdowewantthestudenttodoinstead?ChooseanobservablebehavioralskillfromtheSchool‐widePBSexpectationsmatrix)

Completeassignmentindependently,withoutteacherassistance3ClassroomProblemSolvingTeamInterventionStrategiesforstudent(s):

- Taskcardforindividualsteps- Graphicorganizer- Studentprovidedsentencestarter

4.HowwillyouProgressMonitorstudent(s)?

‐ DailyProgressReport–SampleForm15.Follow­uponthisdate1/18/2010:

Dataindicatedstudentmetlearningtarget,continuestrategy,noadditionalinterventionsneeded

When…Givenassignmenttowrite

thestudentwill…notwork,makenoises,talktoothers

thenthishappens(teacherdoes)redirect,remindwhattodo,safeseat,buddyroomoroffice

So,thefunctionofbehavioristo:Access/Avoid/Escape(underlineone)this…hardwritingtask

MUSW­PBS 28

FormC

ClassroomProblemSolvingTeamPlanningForm

Example2

Student:_AbeL&BenF_ClassroomTeacher:__MsWonderful__Grade:_2_Date:_10/4/2010CompletetheBriefAssessmentofFunctionofBehavior&MatchingProcesswithyourgradelevelteam.1.SummaryofProblem

Wehavethemostproblemsduringsmallgroupcenters(timeofday/class/Activity/Routine)

Antecedent ProblemBehavior Consequence Function/PayOff(Trigger/Predictor) (StudentBehaviorofconcern)2.ReplacementBehavior(Whatdowewantthestudenttodoinstead?ChooseanobservablebehavioralskillfromtheSchool‐widePBSexpectationsmatrix)

Stayincenterandwork3ClassroomProblemSolvingTeamInterventionStrategiesforstudent(s):

‐ Visuallydefineworkarea‐ Usehelpneededcard‐ Checkstudents’independentworklevel‐ Checkhowmuchworkstudentscandoindependently‐ Increasepositiveattention

4.HowwillyouProgressMonitorstudent(s)?

‐ DailyProgressReport–SampleForm15.Follow­uponthisdate10/18/2010:Afterimplementationwithfidelity,studenttargetnotmet.ContinuewithTier2process.TeamwillReviewFormsA,C,D,&E.FormFwillbecompletedatnextmeeting.

When…Giventaskstodoatcenterswith2­3others

thestudentwill…leavecenter,askteacherquestions,wantassistance&assurance

thenthishappensredirectbacktocenter,remindstudentoftask,assurestudent,safeseat

So,thefunctionofbehavioristo:Access/Avoid/Escape(circleone)this…teacherattention

MUSW­PBS 29

FormC

ClassroomProblemSolvingTeamPlanningForm

Example3

1.SummaryofProblem

Wehavethemostproblemsduringmajorclassroomtransitions(liningup,movetocarpet,todesk,etc.(timeofday/class/Activity/Routine)Antecedent ProblemBehavior ConsequenceFunction/PayOff(Trigger/Predictor)(StudentBehaviorofconcern)2.ReplacementBehavior(Whatdowewantthestudenttodoinstead?Anobservablebehavioralskill[fromtheSchool‐widePBSexpectationsmatrix])

Followdirectionsfirsttimegiven3. StudentGoal(Measurable;ReferenceConsiderleveloftypicalpeer)

Studentwillfollowdirectionsforclassroomtransitions80%ofthetimefor5consecutivedays.

4.InterventionPlanAntecedent(Setstudentupforsuccessbyteaching,precorrecting,practicing,scaffolding,etc.))

Behavior/Skill(Whatwewantthestudent

todoinstead)

OutCome(Whathappenswhenstudentdemonstratesbehavior/skill)

Reteachfollowingdirections.PrecorrectstudentbeforedirectionsaregivenUsethestudentasamodelforothers

Followdirectionsfirsttime

given

Givestudentpositivespecificfeedbackeachtimehefollowsdirectionsthefirsttime.Showstudenttheprogressmonitoringlogwhenhefollowsdirectionsthefirsttime.Lunchwithteacherwhengoalismet.

5.ProgressMonitoringProgresstowardthestudentgoalwillbemonitoredby:

Teachercreatealogwitha+columnanda–columnandtallyaftertransitionsoccur.Atendofday,computepercentage.

When…Directionsaregivenforclasstomakeatransition

thestudentwill…remainsseated,playswithmaterials,talkstoneighbors,twirlsonfloor

thenthishappensrepeatdirections,announcewearewaitingforher

So,thefunctionofbehavioristo:Access/Avoid/Escape(circleone)this…teacherattention

MUSW­PBS 30

ClassroomProblemSolvingTeamInterventionPlanning(AlternativeFormC#1)

Date:____________________________________LearningTeam:____________

Thepurposeofthisformistoassistyourclassroomproblemsolvingteamtodiscussstudentswithsimilarminordisruptivebehaviorswhomeetyourschoolsdatadecisionrule(s).Thegoalistodevelopclassroom/environmentaladaptationstodecreasethelikelihoodofproblembehaviorsoccurring.2. Basedondatadecisionrule(s),thefollowingstudentsarenotmeetingsocialbehavior

targets.

Listnamesofstudentshere:

2.Discussandmatchstudentsabovewithsimilarproblembehaviors.MinorDisruption(talkingout,botheringothers,outofseat,etc)

Noncompliance(doesn’tfollowdirections,failstodoassignedtasks,etc.)

Liststudentsfrombox#1above. Liststudentsfrombox#1above.

3. Whatdothedatasuggestisthe“function”foreachstudent(get/avoid)?ReviewSWIS,

minorreferrals,safeseatdata,etc.

Studentslistedashavingminordisruptivebehaviorare(checkone):

Studentslistedasbeingnoncompliantare(checkone):

__Getadultattention__Getpeerattention__Getobjectoractivity

__Avoidworkortasks__Avoidadult(s)__Avoidpeer(s)

__Getadultattention__Getpeerattention__Getobjectoractivity

__Avoidworkortasks__Avoidadult(s)__Avoidpeer(s)

Whatdatasupportthisconclusion?

Whatdatasupportthisconclusion?

MUSW­PBS 31

4.Decideclassroomstrategies/interventionstomeetthefunctionofthebehaviorforthestudentsabove.HelpfulResources:FormB:SelfAssessment,AntecedentInterventions,Function­BasedInterventionMatrix,professionalexperienceofteammembers,questionsbelowClassroomstrategies/interventionsforstudentswithminordisruptivebehavior

Classroomstrategies/interventionsforstudentswithnoncompliantbehavior

Whatcanbedonetopreventthedisruptivebehavior?

Whatcanbedonetopreventthenoncompliantbehavior?

Whatskillsshouldweteachthestudent?

Whatskillsshouldweteachthestudent?

Whatcanwedotominimizethefunctionoftheproblemdisruptivebehavior(Whatshouldwedoifproblembehavioroccurs)?

Whatcanwedotominimizethefunctionofthenoncompliantbehavior(Whatshouldwedoifproblembehavioroccurs)?

Howcanwerecognizestudentsforthereplacementbehavior?

Howcanwerecognizestudentsforthereplacementbehavior?

2. Decidehowtomonitorprogressofstudents.Resources:Sampleprogressmonitoring

formsinResourceSection.Whichprogressmonitoringdatawillhelpuscollectinformationabouthowtheintervention(s)decidedaboveareaffectingdisruptivebehavior?

Whichprogressmonitoringdatawillhelpuscollectinformationabouthowtheintervention(s)decidedaboveareaffectingcompliantbehavior?

MUSW­PBS 32

EXAMPLE

ClassroomProblemSolvingTeamInterventionPlanning(AlternativeFormC,#1)

Date:____October6,2010___________________LearningTeam:_______4thgrade______

Thepurposeofthisformistoassistyourlearningteamtodiscussstudentswithsimilarminordisruptivebehaviorswhomeetyourschoolsdatadecisionrule(s).Thegoalistodevelopclassroom/environmentaladaptationstodecreasethelikelihoodofproblembehaviorsoccurring.1.Basedondatadecisionrule(s),thefollowingstudentswhoarenotmeetingsocialbehaviortargets

Listnamesofstudentshere:JimM.ThelmaP.JoeSTammyB

3. Discussandmatchstudentsabovewithsimilarproblembehaviors.MinorDisruption(talkingout,botheringothers,outofseat,etc)

Noncompliance(doesn’tfollowdirections,failstodoassignedtasks,etc.)

Liststudentsfrombox#1above.JimM.ThelmaP.

Lists.studentsfrombox#1above.JoeS.TammyB.

4. .Whatdoesthedatatellusisthe“function”foreachstudent(get/avoid)?Hint:Review

SWIS,minorreferrals,safeseatdata,etc.

Studentslistedashavingminordisruptivebehavioraregettingthefollowingpayoff

(checkone)

Studentslistedasbeingnoncompliantaregettingthefollowingpayoff(checkone)

_JM,TPGetadultattention__Getpeerattention__Getobjectoractivity

__Avoidworkortasks__Avoidadult(s)__Avoidpeer(s)

_JS_Getadultattention__Getpeerattention__Getobjectoractivity

_TBAvoidworkortasks(writing)__Avoidadult(s)__Avoidpeer(s)

Whatdatasupportthisconclusion?Safeseattally

Whatdatasupportthisconclusion?SWISminorreferrals

MUSW­PBS 33

4.Decideclassroomstrategies/interventionstomeetthefunctionofthebehaviorforthestudentsabove.HelpfulResources:FormB:SelfAssessment,AntecedentInterventions,Function­BasedInterventionMatrix,professionalexperienceofteammembers,questionsbelow

JM TBClassroomstrategies/interventionsforstudentswithminordisruptivebehavior

Classroomstrategies/interventionsforstudentswithnoncompliantbehavior

Whatcanbedonetopreventthedisruptivebehavior?Pre­correctaboutexpectationtoraisehandtotalkduringlargegroup

Whatcanbedonetopreventthenoncompliantbehavior?Dothreeproblemsorwrite3sentencesthencheckinwithteacher(adjustamountofwork)Developaroutineforaskingforhelpandteachtoallstudents.

Whatskillscanweteach?TeachCoolTool–beingalearnerduringinstruction,workingwithothers

Whatskillscanweteach?TeachCoolTool­­followingdirectionsrightawayandsaying“OK”whenteachergivesdirections.

Whatcanwedotominimizethefunctionoftheproblemdisruptivebehavior?IgnoreblurtingoutandotherminordisruptionsProvidefeedbacktostudentswhoarefollowingclassroom/schoolexpectations

Whatcanwedotominimizethefunctionofthenoncompliantbehavior?TeacherattentionforworkattemptsTeacherremindersforassistanceModifiedassignments

Howcanwerecognizestudentsforcalm,respectfulbehavior?Raiseteacherfeedbackto4:1;especiallywhenstudentsarecalmandfollowingexpectations.

Howcanwerecognizestudentsforcomplying?Recognizestudentswhentheyfollowingroutineforaskingforhelp.Recognizestudentsforworkattemptedandcompleted,evenwhenit’slessthanotherstudentdo.

MUSW­PBS 34

5.Decidehowtomonitorprogressofstudents.Resources:SampledailyprogressreportformsinResourceSection.Whichprogressmonitoringformwillhelpuscollectinformationabouthowtheintervention(s)decidedaboveareaffectingdisruptivebehavior?

Whichprogressmonitoringformwillhelpuscollectinformationabouthowtheintervention(s)decidedaboveareaffectingcompliantbehavior?

1. Continuetocollectsafeseatandbuddyroomdata.

2. UseDailyProgressReportForm1andrecordduringlargegroup

1. Continuetocollectsafeseatandbuddyroomdata.

2. UseForm1torecordfollowingdirectionswhengivenduringfirst5minutesofwriting.

MUSW­PBS 35

AlternativeFormC#2

NameofStudent

1.DataReview

2.IdentifytheObservableProblemBehavior

3.WhatPurpose/Pay‐offDoestheBehaviorServe(Function:GetorAvoid)?

4.WhatdoyouwantthestudentTODoinstead(ReplacementBehavior)?

5.ReviewClassroomUniversalStrategies.Whatstrategywillmatchthefunctionandincreasethereplacementbehavior?Howwillweknow?

6.ReviewClassroomUniversalStrategies.Whatstrategywillmatchthefunctionanddecreasetheproblembehavior?Howwillweknow?

MUSW­PBS 36

AlternativeFormC#2Example1

NameofStudent BubbaJoeDataReview 3OfficeReferralsforDisrespect,4BuddyRooms

1.IdentifytheObservableProblemBehavior

Argues/Talksbackwhenteachertellshimtodosomething.

2.WhatPurpose/Pay‐offDoestheBehaviorServe(Function)?

Togetcontrol,tobeincharge–adultattention

3.WhatdoyouwantthestudentTODoinstead(ReplacementBehavior)?

Followteacherdirections

4.Whatstrategywillmatchthefunctionandincreasethereplacementbehavior?Howwillyouknow?

Teachspecificstepstofollowingteacherdirections RecognizeBubbaJoewhenhefollowsdirections.ProgressMonitoring:Processtorecordfeedback

5.Whatstrategywillmatchthefunctionanddecreasetheproblembehavior?Howwillyouknow?

Beforeatask,teacherprovidesBubbaJoewithtwochoicesregardingtaskcompletion.ProgressMonitoring:TaskCompletionTally

MUSW­PBS 37

AlternativeFormC#2Example:ToAvoidHardTasks

NameofStudent FrankieLee

1.DataReview 3OfficeReferralsforDisruption,7BuddyRooms2.IdentifytheObservableProblemBehavior

Talksout,talkstoothers,playswithmaterials,wandersaroundroom

3.WhatPurpose/Pay‐offDoestheBehaviorServe(Function:GetorAvoid)?

Toavoidhardtasks(independentwritingandreading)

4.WhatdoyouwantthestudentTODoinstead(ReplacementBehavior)?

Toaskforhelpappropriatelyandkeepvoiceoffwhenthatistheexpectation.

5.ReviewClassroomUniversalStrategies.Whatstrategywillmatchthefunctionandincreasethereplacementbehavior?Howwillyouknow?

TeachspecificstepstogainteacherattentionusingPost­Itonthecornerofdesk. RecognizeFrankieLeewhenhekeepsvoiceoff,doeshisworkorasksforhelp.ProgressMonitoring:Processtorecordfeedback

6.ReviewClassroomUniversalStrategies.Whatstrategywillmatchthefunctionanddecreasetheproblembehavior?Howwillyouknow?

Beforeawritingtask,teacherwillremindFrankieLeeaboutthe“Ineedhelp”signal. Teacherwillensureallindependentworkisatindependentlevel.ProgressMonitoring:Tallyofsignaluse,workcompletion

MUSW­PBS 38

AntecedentInterventionExamples

Function InterventionStrategy ExampleScheduleadultattention Haveadultworkwithstudent

Haveadultprovideperiodicattention Lunchmeetingwithteacher Behaviorplan Gradelevelorteachertriage

Schedulepeerattention Pairstudentwithpeer Usepeertutoringormentoring

Increaseproximitytostudent Moveseatingarrangement Periodicallymoveaboutclassroom

Attention

Providepreferredactivity Whenadultisoccupiedassignmorepreferredactivity

Adjustdemanddifficulty ProvideeasierworkOfferchoices Allowstudenttochoose:

o Tasktocompleteo Sequenceoftaskstobecompletedo Materialstouseo Wheretocompletetasko Whentocompletetasko Withwhomtocompletetask

Increasestudentpreference/interestinactivity

Incorporatestudenthobbies/interestsintoactivities

Assurethatactivitieshavefunctionalormeaningfuloutcome

Provideactivitieswithvaluedoutcome WriteandreadSocialStories

Alterlengthoftask Shortenactivity Providefrequentbreaks

Modifymodeoftaskcompletion

Changemedium/materials Replacepencilandpaperwithcomputer,etc.

Usebehavioralmomentum,taskdispersal

Presenteasyrequestspriortodifficultrequests.

Increasepredictability Providecuesforupcomingorchangeinactivities(instructional,visual,auditory)

Escape

Modifyinstructionaldelivery UsepleasanttoneofvoiceProvideawarning Indicateactivityisabouttoend.

Scheduleatransitionalactivity

Scheduleamoderatelypreferredactivitybetweenhighlypreferredandhighlynonpreferredactivities

TangibleItemorActivity

Increaseaccessibility Puthighlypreferreditemswithinstudents’reachProvidealternativesensory Offerradiotostudentseekingauditory

reinforcement,orvisualstimulitoastudentsseekingvisualreinforcement

Sensory

Enrichenvironment Fillclassroomwithinterestingandstimulatingactivities

MUSW­PBS 39

Function­BasedInterventionGuidelinesProblemBehavior

Function ReplacementBehavior

StudentIntervention ClassroomIntervention OutcomeforReplacementBehavior

Off‐task,Non‐disruptive

PeerAttention

On‐task,workcompletion

• PBSlesson–“on‐task”

• Self‐monitor:on‐task

• Pre‐correct@startofclass

• Periodicpraisebyteacherforon­task

• Quickde‐briefatendofclassonself‐monitoring

Earntimewithpeersformeetingself­managementgoals

Off‐task,Disruptive

PeerAttention

On‐task,respectfulresponses,workcompletion

• PBSlesson–“on‐task”

• PBSlesson–“conflictmanagement/respect”

• Self‐monitor:on‐task

• Pre‐correct@startofclass

• Periodicpraisebyteacherforon­task

• Quickde‐briefatendofclassonself‐monitoring

Earntimewithpeersformeetingself­managementgoals

Off‐task,Non‐disruptive,workcompletion

Escape(avoidsteacherandpeersduringinstruction)

On‐task,workcompletion

• PBSlesson–“on‐task”

• Self‐monitor:on‐task+workcompletion

• Pre‐correct@startofclassonself‐monitor

• Periodicchecksforassistancebyteacher

• Quickde‐briefatendofclassonself‐monitoring

Earna‘skipahomework’passEarnotherpreferredactivityformeetingself­managementandworkcompletiongoals

Off‐task,Non‐disruptive,workcompletion

Attention(respondstoteacherdirections,engagespeers)

On‐task,workcompletion

• PBSlesson–“on‐task”

• Self‐monitor:on‐task+workcompletion

• Pre‐correct@startofclass

• Periodicpraisebyteacherforon­task+workcompletion

• Quickde‐briefatendofclassonself‐monitoring

Earn“aworkwithpeer”activityEarnotherpreferredactivityformeetingself­managementandworkcompletiongoals

MUSW­PBS 40

ProblemBehavior

Function ReplacementBehavior

StudentIntervention ClassroomIntervention OutcomeforReplacementBehavior

Off‐task,Disruptive,workcompletion

Escape On‐task,respectfulresponses,workcompletion

• PBSlesson–“on‐task”

• PBSlesson–“conflictmanagement/respect”

• Self‐monitor:on‐task+workcompletion

• Pre‐correct@startofclass

• Periodicpraisebyteacherforon­task+workcompletion

• Periodicchecksforassistance

• Quickde‐briefatendofclassonself‐monitoring

Earna‘skipahomework’passEarnBreaksEarnotherpreferredactivityformeetingself­managementandworkcompletiongoals

Off‐task,Non‐disruptive,workcompletion(lowacademic)

Escape/attention

On‐task,respectfulresponses,workcompletion

• PBSlesson–“on‐task”

• TeachProbsolvingstrategies

• Self‐monitor:on‐task+workcompletion

• Assignmentsbrokendown

• Pre‐correct@startofclass

• Periodicpraisebyteacherforon­task+workcompletion

• Quickde‐briefatendofclassonself‐monitoring

WorkwithpeertutorEarnotherpreferredactivityformeetingself­managementandworkcompletiongoals

Off‐task,Disruptive,workcompletion(lowacademic)

Escape/attention

On‐task,respectfulresponses,workcompletion

• PBSlesson–“on‐task”

• PBSlesson–conflictmanagement/respect

• TeachProbsolvingstrategies

• Self‐monitor:on‐task+workcompletion

• Assignmentsbrokendown

• Pre‐correct@startofclass

• Periodicpraisebyteacherforon­task+workcompletion

• Quickde‐briefatendofclassonself‐monitoring

WorkwithpeertutorEarnBreaksEarnotherpreferredactivityformeetingself­managementandworkcompletiongoals

MUSW­PBS 41

MatchingProgressMonitoringMethodstoStudentGoals:Examples

ExampleStudentGoals ProgressMonitoringMethods1. Studentwillcomplete100%ofhis

assigned(differentiated)independentwritingtasks,4outof5days

1. Onadailylogmarka+or–tocountthenumberof100%completewritingassignments(differentiatedforstudent)

2. Studentwillreceive80%ofpossiblechecks(happyface,etc)perdayfor10consecutivedays.

2. Attheendofeachday,calculatethepercentageofpossiblepointsearnedandrecord.

3. Studentwillfollowdirectionsthefirsttimegivenfor80%ofclassroomtransitions.

3. Teachercreatealogwitha+columnanda–columnandmarkaftertransitionsoccur.Atendofday,computepercentage.

4. Studentwillwork15minuteswithoutteacherassistancefor4independentworksessionsperdayfor4outof5days.

4. Createaformwithfoursquaresforthe4dailyworksessions,marka+or–tocountthesessionsthestudentworkedfor15minutes

5. Studentwillbringallmaterialstoschool(pencil,homework,notebook,books)eachdayfor5consecutivedays.

5. Teacherchecksinwiththestudenteachmorningandhavestudentmarkaweeklycalendarwitha+or‐.

6. Duringa2weekperiod,studentwillhave90%attendancerate.

6. Checkattendancerecord

7. Studentwilluserespectfullanguageandtonewithallstaff80%ofschoolperiodsfor10consecutivedays.

7. Teachercreatealogwitha+columnanda–column.Afterworkperiods,marklog.Atendofday,computepercentage.

8. 8. 9. 9. 10. 10.